The Education Department offers teacher preparation programs for students wishing to teach in early childhood programs (Pre-K-3), middle childhood programs (4-9), adolescent/young adult programs (7-12), multi-age programs (Pre-K-12), vocational programs (4-12), and intervention specialist programs for students with mild/moderate education needs (K-12). Students may choose a major in Child Development, Early Childhood Education, Middle Childhood Education or Intervention Specialist within the Education Department or choose a major in another discipline with the addition of an adolescent/young adult, multi-age or vocational teacher licensure program. In addition, students in early childhood, middle childhood, adolescent/young adult or multi-age programs may also complete requirements for intervention specialist licensure (K-12) as an intervention specialist for children with mild to moderate disabilities or this program may be completed as a major with no additional licensure. Two endorsements are available to be added to a teaching license: education technology or teaching English to speakers of other languages. The pre-K special needs endorsement may be added to the early childhood or the intervention specialist license. A prospective teacher must complete a major, approved courses in the chosen licensure areas, general education, and professional licensure requirements for the state of Ohio.

Any student who wishes to pursue a program of teacher education at Bluffton University must seek approval through the teacher education office. Application must be made (on forms obtained at the Teacher Education Office) in three stages: 1) admission to the teacher education program (first-year student/sophomore); 2) admission to student teaching (junior/senior); and 3) recommendation for licensure (senior). Criteria used in considering admission to teacher education include: declaration of major, overall GPA (2.5 minimum); GPA in the major area (2.5 minimum); PPST (PRAXIS I) test scores (at least 170 in math, reading and writing), completed teacher education application, recommendations from faculty, public school teachers and various administrative personnel of the college, physcial/emotional health and BCI clearance. Detailed information is available in the Teacher Education Handbook in the Education Department. Licensure from the Ohio Department of Education requires the completion of all program requirements and meeting the state-approved score on appropriate PRAXIS II exams.

Any course taken within the student's licensure area, major, general and professional education programs must be passed with at least a grade of C-.

Praxis II - Pass-Rate Data for the regular teacher preparation program is avaliable from the admissions office.

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton University teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education.

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:EDU 452 Clinical Practice (Multi-age) (10)

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton College teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education.

All of the previously listed professional education courses, plus the completion of at least 80 percent of the licensure area course work, are prerequisites for student teaching:EDU 453 Clinical Practice (Vocational) (10)

General education requirements for licensure are met through the college general education program. Students working toward teaching licensure must follow the Bluffton University teacher education approved program of course work in the subject field in which licensure for teaching is sought. This program may not necessarily correspond with the college requirements for a major or with minimum state requirements. Specific requirements for each teaching field may be found in the Teacher Education Handbook, from an academic adviser or from the director of teacher education.

EDU 103 Computers and Technology in Education(2)This course includes instruction about the use of computers and other technology for the classroom teacher. Students receive hands-on experience with computers, appropriate software for use in education such as presentation software, educational use of the Internet, and other classroom technology such as digital cameras and projection equipment. Prerequisites: none.

EDU 200 Introduction to Teaching in a Diverse Society(3)This course is designed to provide a beginning opportunity for students to assess their compatibility with the teaching profession. It serves as an introduction to the history and philosophy of education, school finances, curriculum and the sociology of education. It also provides a study of the characteristics, abilities and educational needs of children and adolescents, both typically developing and those who are diverse in their educational needs. It will provide a study of the structures of American education and special education, educational reform, multicultural considerations in American education and the impact of socio-economic conditions on education. This course will be co-taught by both general and special education faculty. Corequisite: EDU 205.

EDU 205 Field Experience(1)Students complete a 50-hour field-based experience during which they assist classroom teachers. Placements with rich cultural, economic and learning diversity are selected. Through these experiences students reflect on the teaching profession, students, families and schools in general and begin to develop a personal philosophy of education. Corequisite: EDU200. Credit/no credit.

EDU 215 Human Growth and Development: Birth Through Adolescence(3)This course is a study of the growth, development and behavior of children from prenatal stages through adolescence. This course is crucial for all education students in order to understand child development in the larger context. It examines the effects of heredity and environment, including risk factors, developmental variations and patterns of typically and atypically developing children. It focuses on aspects of child development that are particularly relevant to people who will be professionally involved with children and their parents. The course includes comprehensive coverage of the physical, intellectual and emotional/social development of children, yet attempts a distinctly practical orientation. Clinical/field hours include preschool and family screenings as well as opportunities to observe early childhood, middle childhood and/or adolescent/young adult classrooms. 4 field hours.

EDU 255 Developmental Curriculum in Early Childhood I: Science and Mathematics(3)This course is designed to develop knowledge of how young children (ages 3-8) develop and learn, to provide opportunities that support all areas of development of young children with special emphasis on cognitive development in the science and math classrooms. Students will create, evaluate and select topics of study in terms of conceptual soundness, significance and intellectual integrity using developmentally appropriate materials, equipment and environments. Informal and formal assessment strategies to plan and individualize curriculum and teaching practices will be incorporated. Topics to be covered in this course: theoretical framework (assumptions and beliefs); how children learn (both typically and atypically developing); early mathematic experiences; discovery in the physical world; and nutrition. All topics will be addressed within a framework of cultural sensitivity. Curriculum areas addressed in this course use the Ohio Department of Educationís competency-based models as a framework. 1 field hours in an integrated, inclusive early childhood setting are required. Prerequisite: EDU 215 and sophomore standing.

EDU 287 Developmental Curriculum in Early Childhood II: Music & Movement(3)This course is designed to provide opportunities that support the aesthetic development in art, music and movement in children ages 3-8 who are both typically and atypically developing. Students will learn to plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, curriculum goals and content using a variety of strategies to encourage children's aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning and assessing programs. Curriculum areas addressed in this course use the Ohio Department of Education's competency based models as a framework. 10 field hours in early childhood settings are required. Prerequisites: EDU 200, EDU 205, EDU 215 and sophomore standing.

EDU 282 Teaching Reading Through Literature: Early Childhood (3)During this course, students will read books for children pre-school through the primary grades, analyze and criticize their content, illustrations, and possible use, investigate the literatureís portrayal of ethic and racial groups, recognize outstanding authors and artists, learn how literature and visual art is integrated into the reading/language curriculum and develop reading aloud and storytelling techniques to promote literature appreciation. This course will also provide opportunities that support the aesthetic development in and appreciation for visual art. Students will learn basic fundamentals of art and principles of design as tools to help make meaning from works of art, including picture book illustrations. Emphasis is placed on methods that the general classroom teacher can use to communicate with and teach children with diverse learning styles in reading. Students will become sensitive to the concerns of speech and language differences related to culture and environmental issues. Prerequisite: sophomore standing

EDU 287 Developmental Curriculum in Early Childhood 2:Music andMovement (3)This course provides opportunities that support development in music and movement in children ages 3-8 who are both typically and atypically developing. Students learn to plan and implement developmentally appropriate curriculum and instructional practices based on knowledge of individual children, the community, curriculum goals and content using a variety of strategies to encourage childrenís aesthetic development. Topics to be covered in this course: fostering creativity, music and movement (framework and programs), exploration with materials and planning and assessing programs. Curriculum areas addressed in this course use the Ohio Department of Educationís Academic Content Standards as a framework. 1 field hours in an early childhood setting is required. Prerequisites: EDU 200, 205, 215 and sophomore standing.

SED 383 Early Intervention PracticumThis course is designed to meet partial requirements for the Early Education of the Handicapped (EEH) endorsement. It includes course content focusing on the needs of pre-school children with moderate to intensive educaitonal needs, and also includes a 30 hour focused field experience in an early intervention classroom.

EDU 410 Educational Technology(3)The intent of this course is to provide the student with skills necessary for using educational technology creatively in the classroom. Students will work in small groups with defined responsibilities and create and use the class as a lab for practice teaching. Simple non-traditional tools, such as microchip-controlled toys (such as Lego Mindstorms) will be explored and used. The course will focus on hands-on teaching, exploring the literature on technology and education and current technology tools used in the classroom. Prerequisites: TEC 100 and junior status. This course is also listed as TEC 410.

EDU 430 Curriculum Workshop(1)This workshop is designed to aid students in the development of classroom activities based on the works, inspiration and experiences of a noted author, visual artist, composer or performing artist directing the workshop. The course is typically offered over one weekend of Friday night and all day Saturday.

EDU 445,EDU 450,EDU 451,EDU 452,EDU 453,OR SED 453 Clinical Practice (10)Clinical practice provides supervised experiences in applying the principles and techniques learned in the professional courses to actual classroom situations under the guidance and direction of a cooperating teacher. Clinical practitioners spend full days in their assigned public classroom for 10 weeks during their senior year. Registration is limited to candidates who are formally accepted into Teacher education and who have applied for admission to Clinical Practice. Acceptance into Clinical Practice is based on completing the requirements specified in the Clinical Practice Handbook (available from the education department). Practitioners register for one of the following sections: Early Childhood (EDU 445), Middle Childhood (EDU 450), adolescent/young adult (EDU 451), multi-age (EDU 452), vocational (EDU 453), or Intervention Specialist (SED 453).

Prerequisite for adolescent/young adult, multi-age and vocational: all professional education courses licensure area course work. Prerequisite for early childhood, intervention specialist and middle childhood include all major requirements as listed in the licensure program outlines. 10 weeks / full days. credit/ no credit.

EDU 485 Technology Practicum 2(2)A supervised work/study technology placement in an off-campus setting consistent with the studentís interest and career goals. Students enrolled in the practicum will also meet one hour monthly to discuss their experiences with one another and with the instructor. This course is also listed as TEC 485.